School Health Services and Special Programs support student success in schools with the philosophy that healthy children learn better and that all children deserve an appropriate education according to their individual needs. The programs that make up the Health Services Department are school nursing, nursing procedure support, audiology and hearing conservation. The programs that are included in our Special Programs Department are speech/language services, assistive technology services, Deaf and hard of hearing services, visually impaired services, orientation and mobility services and the Early Start/Infant Toddler Program.
- School Nursing
- Nursing Procedure Support
- Audiology/Hearing Conservation
School Nursing/Nursing Procedure Support
SCOE school nursing services are provided to over 14,000 students in Stanislaus County in regular and special education programs on a contractual basis.
School nurses provide health services to schools, families, and communities. The purpose of school health services is to advance the well-being, academic success, and life-long achievement of students by modification or removal of health related barriers to learning and by promotion of optimal wellness.
|School Nursing Includes:
|Health Assessments of Students||Child Study Team Assessments and Meetings|
|Case Management of Student's Health Needs||School Attendance Review Meetings|
|Health Education in the Classroom||Individualized Educational Program Meetings|
|Health Counseling||Vision Screening|
|Health Screening||Specialized Physical Health Care Treatments|
|Input health information in student records and complete state mandated reports||Involvement in School Safety Committees and Crisis Response Planning|
The SCOE Hearing Conservation Program provides state mandated hearing screenings to over 90,000 regular education and special education students in Stanislaus, San Joaquin, Tuolumne, Merced, Calaveras, and Mono counties. This service is provided on a contractual basis to districts and counties upon request. Specially equipped vans travel from school site to school site to provide these screenings.
Undetected and untreated hearing loss can impair a child’s speech and language development, learning ability and social growth. Early identification to any hearing loss is essential to provide effective treatment.
Services are provided on each school site in our hearing vans. These vans are equipped with group screening facilities and a sound proof booth. This special equipment allows the audiometrists to conduct puretone screenings, threshold tests, and impedance testing.
- Assistive Technology
- Speech and Language
- Deaf/Hard of Hearing
- Early Start/Infant Toddler
- Visually Impaired/Orientation and Mobility
- Behavior Support Specialists
- Occupational Therapy
Assistive Technology (AT) is the use of an electronic or non-electronic device to help persons with written and/or verbal communication delays express themselves and/or function better. These devices may be communication boards, speech synthesizers, eye gaze devices, head pointers, text to voice software, iPads and/or computers. The Assistive Technology Specialist assesses to identify strengths and weaknesses to help determine the best communication device for their student. Then they train teacher, staff and student to use this device to communicate and learn.
A speech/language pathologist identifies children with communication disorders. A speech or language impairment such as stuttering, delayed articulation, a receptive or expressive language impairment, or a voice disorder can adversely affect a child's educational performance. A speech pathologist works with identified students who have significant communication problems that affect their success in classroom activities, social interaction, literacy, and learning.
Deaf and Hard of Hearing
The Deaf/Hard of Hearing (DHH) Program serves individuals who are deaf or hard of hearing from 0 to 22 years old, whose hearing loss ranges from mild to profound. The program offers a continuum of services that is based on student need and responds to communication preferences. Students are enrolled in regular education or special education classrooms and receive DHH services in conjunction with their instruction. Itinerant DHH teachers travel from school to school to provide services for individual students.
Early Start/Infant Toddler
Stanislaus County Office of Education and Valley Mountain Regional Center work in collaboration to provide services to children ages birth-2 years old in the natural environment. Families whose infants or toddlers have developmental delay or disabilities, or are at risk for developmental delay or disabilities may qualify for early intervention services. If you have any questions or concerns regarding the development progress of your child and would like information regarding a possible referral or assessment, please contact The Station at Valley Mountain Regional Center at (209) 529-2626.
The Vision Department at SCOE provides services and learning resources for students from 0 to 22 years old who meet the eligibility criteria for visual impairment (VI). VI support may range from daily intervention for students with intense needs such as Braille users or students with very low vision that need enlarged materials on a monthly consultation. A wide variety of adaptive equipment and support is available for individuals with visual impairments. This equipment can range from high-tech devices such as computers that produce Braille to low-tech solutions like a classroom white board to provide appropriate contrast. The VI staff will work with teachers, staff and student to recommend and obtain adaptive equipment and to teach them how to use it.
Health Services and DIS Programs Administrative Staff:
Tamara Cervantes, Principal/Program Director
|Andrea Brandt, Administrative Assistant II
abrandt [ahtsym] stancoe [dhotsym] org
Special Education School Calendars
Margaret L. Annear Preschool
DHH - Hart Ransom
To provide a comprehensive school program for severe, non-severe and low incidence disabled students ranging from birth to 22 years of age.
To create educational programs that are designed to meet the unique needs and abilities of individual students who have been identified as having special needs.
To maximize each student's opportunity to achieve his or her full potential.
To develop collaborative relationships with families and public/private agencies with interests in children and adults with disabilities.
To provide support services to enrolled students that allow them every opportunity to be educated in their home school or as close to their home as possible.
Itinerant professionals are skilled and trained, provide support to students with severe developmental, speech, language, hearing, health, orthopedic, or vision impairments to be successful in general education classes in their neighborhood schools.
Special Day Class teachers, instructional assistants and itinerant professionals provide specially designed instruction for students with similar disabilities. These services and classrooms are located on general education school sites which enable students to participate with non-disabled peers to the greatest extent possible.
Through the caring and commitment of public education and effective leadership and instruction, we empower students and parents by supporting independence, providing opportunities through implementation of best practices, and establishing partnerships for life-long learning.
Our impact on individuals with disabilities and their families will provide independence, opportunity and hope for the future.